Livonia’s Project Science�A RealityCentered Curriculum

Leroy C. BennettInstructor in Science, Livonia Public Schools^ Livonia^ Michigan

What can be done for the underachiever? Can we prevent the drop-out? What about the child who is uninterested in the subject underconsideration by the class�whatever the subject happens to be?These questions, plus an ever increasing awareness of their continuedlack of success in attempting to reach a large portion of their ninthgrade general science students, led a small group of teachers inLivonia, Michigan, to search for a better way using a scientific ap-proach. The problem, which appeared so obvious, was hard to deline-ate, but it seemed to be located in the interaction between student,teacher, and the curriculum.

Students in the ninth grade could chose between a foreign language,biology, or general science. The more glamorous subjects attractedalmost two-thirds of the class. Those remaining "elected," or ratherwere obliged to take, general science. These were the students whohad not done well in previous science classes, or in most otherclasses. They included those w^o had been retained at some point intheir career, and also the bulk of the poor readers. Few had educa-tional goals beyond the high-school diploma, and those who didgenerally had no realization of the obstacles which lay in their paths.Some were counting the days ’til their sixteenth birthday. Many werehaving problems in mathematics and were in the lowest of threemathematics options provided.As a first step the team examined the behavior patterns that previ-

ous experiences had built into the student. Frustrated by their read-ing problems, degraded by their poor performance, lacking any realreason to learn, they had become conditioned to failure. They ex-pected failure from the moment they walked in the door, and came toschool because they were forced to. Compensation took the form ofdelinquent behavior and a "couldn’t care less" attitude. After all, ifyou are going to fail, why try? If you don’t attempt something, youdon’t fail in the attempt!Teachers had been attempting to operate with this group using the

same subject matter and the same techniques that had resulted intheir failing previous science courses. Now, with the better studentsgone, the inadequacy of the methods was clearly visible. They knewthey were using many techniques that didn’t work.

Findings from learning research revealed a number of factors thathad to be considered:

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1. Only a small proportion of the population works well with abstractions. Thegreater the degree of abstraction, the fewer that comprehend.

2. People learn faster when they want to learn.3. The greater the degree of personal involvement, the more rapid the rate of

learning, and the longer the retention.

If science, literally translated, means "to know," then helping stu-dents develop a reasonable process for solving almost any problem isa legitimate function of a science class. Perhaps a better process wouldlead to more success, better achievement, and an improved attitudeabout science, teachers, and school. These outcomes, if achieved,would be more significant than the absorption of a small portion ofscience content, and if the research of learning is correct, they wouldprobably learn more at the same time. With all the previous failures,there was nothing to lose. It was decided therefore to design a coursearound a series of experiences in which these students activelyparticipated in solving meaningful problems.The objectives of the course were developed in terms of desired

behavioral changes. Specifically they were to develop an individualwho:

1. Will raise intelligent questions about everyday observations and experi-ences.

2. Will use a logical sequence of actions in seeking answers to his questions.3. Will be better able to communicate his knowledge and thoughts to others.4. Will relate the experiences of the classroom to everyday situations.5. Will become more actively involved in future school activities.6. Will enter each new activity with confidence in his ability to follow it

through to successful completion.7. Will be better able to operate with other people without conflict.

Specific areas of science subject matter were not considered. Pre-sumably any science teacher would be capable of working within thestudents’ interests once the interests are known. It is necessary onlythat the teacher be aware of his role before he attempts to conductthe course.The basic distinction between this project science and other general

science courses is the viewpoint of the teacher. The primary objectiveis creating changes in attitudes; the approach to accomplish this isdifferent although the subject matter covered may be the same. Suc-cess or failure in a learner’s experience has a direct relationship to selfconcept. In order to have a better understanding of themselves, thecurriculum must provide opportunities for students to compare theirresults with real life expectations. They must be free to express anddiscuss their own feelings and attitudes to see how others react tothem. If the responsibility for learning is to be that of the learner, andif evaluation is to be on the basis of success or failure in life situations,the teacher must change in his relationship to the learner. The teacherno longer prescribes and evaluates against his own standards.

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In project science, the student is taught through a series of experi-ences, how to set out upon the task of finding out for himself. Thestudent entering the classroom cannot be expected to know how tolearn on his own. He will generally not be interested in finding out. Hemust be taught the basic skills and techniques in such a manner thathe can eventually do so. If this is done, almost all students will gainenough interest to proceed on their own.The major task of the teacher is to structure simple experiences

from which students may learn the skills and procedures they need.If such experiences are not scheduled, may students will not know.The course consists of three distinct modes of student-teacher

behavior:

1. Large group activitiesLarge group activities are teacher planned and directed experiences inwhich the same skills are taught to all students.

2. Small group activitiesSmall group activities are cooperatively selected topics which are used topractice the skills learned in mode one under the guidance of the teacher.In addition, new methods of inquiry, how to operate in a group, and com-munication skills are learned as the need arises. Students practice leadershipand self-discipline under the supportive presence of the teacher. Theteacher is a resource person who guides the students toward their goals.

3. Individual student projectsIndividual projects, selected, planned, and conducted by the student repre-sents the third level of student achievement. This will not be achieved dur-ing the first few weeks, perhaps not during the first semester. The teacher isnow an advisor, the student is responsible for himself, and becomes inreality the expert in the field of his choice. Projects may be of short or longterm duration. A student may complete one or several in a given time pe-riod.

PROPOSED COURSE OUTLINEThe activities described below have been used in some of the past

efforts. The activities are not all inclusive but are mentioned only asillustrations.

1. Large Group Activities

The student must be taught to observe, record, and make judg-ments on evidence. The following are whole class activities which pro-vide opportunities to learn. Remember, it is the student who is tolearn by doing. Do not tell him the things you expect him to learn byhimself.

Samples of activities which teach skills:

Skill Hay CulturesObservation Water from a variety of sources�puddle, pond, tap, or dis-

tilled�is secured and samples examined microscopically. A

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quantity of hay is placed with each water sample and organismsallowed to develop. Periodic checks are carried on by studentsand should reveal changes. Students draw and color all observedorganisms. Probably not all protozoa seen can be identified, butthey ofier good possibilities for description and some classifica-tion. Questions as to the growth, development, and reproductionof these organisms are likely to arise. A further variation of thisexperiment could be to use different substances in place of thehay�grass, weeds, mud or pond scum, etc.

BeansEach student has his own milk carton "farm." He chooses the

conditions under which he^d like to raise his "crop" of beansfrom seed. He may vary the amount and color of light, the na-ture of the soil, the amount of moisture or plant food, or theposition of the growing plant. He may study with the micro-scope the separate parts from roots to leaves. He may measurethe force exerted by the growing plant as well as its rate ofgrowth.

Pendulum

Interest is stimulated by a moving weight, suspended fromthe ceiling by a long cord. Students are asked to observe move-ments and variations and suggest factors that effect them.Weights are changed and different lengths of cord arc used. Atabular record of results is kept. This may lead to the develop-ment of measuring units, further investigation into the effects ofgravity, time-keeping, etc.

Sensory Perception

Begin with a scries of simple tests and demonstrations thatstudents can help organize and present. They could include find-ing the taste�specific areas of the tongue, relation of smell totaste, optical illusions, identification of objects by sense of touchalone, descriptions of reactions to maze-type situations, hearingand vision tests, and reaction time. Ultimately, the work shouldpoint to recognition of the inter-relation of the senses and thenervous system, and ideally, to an approach to the mental healthaspects of student emotion and behavior. There could be a seriesof prepared "cases" for students to read, analyze, and discuss.

Gradients

Good science research attempts to conduct investigations withboth an experimental and a control group so that the effect of asingle changing factor (a gradient) may be determined. Thisexperience suggests the use of yeast cultures in a dozen similartest tubes, in an unlimited number of situations, always with asingle variable.The concept of gradient, or variable, is itself common to a

wide range of areas at many levels. In this case the variable ispH, but it could be other things. (Temperature, time, additionof another chemical, quantity of yeast, light, or sugai, etc.) Byselectively changing the gradient of one element of the situation,a multitude of experiences evolve from this single, basic set-up.There is ample opportunity for youngsters to raise questions orfor the teacher to challenge their thinking.The nature of this experiment opens other related lines of in-

vestigation�precision in scientific measurement, other forms of

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simple plant or animal life, the use of a microscope, relativeeffect of changing environment of living organisms, the real useof weight and volume units, acidity and its measurement, andthe application of principles observed here to human environ-ment, to mention a few.

Skill Consumer Science

Application Students examine and record observations of several sizesof science and/or varieties of products obtained from a local store. Theto daily class may discuss evidence of "bargains," kinds of informationlife that can be secured from labels. Study may be extended to cover

methods for testing for quality, durability, safety, etc. Studentsmay use references to develop a method for actually testing aspecific item. Such things as package design, advertising, and"commercials^ of various kinds may be examined.

2. Small Group WorkA small group unit to start off the course must be planned by the

teacher in enough detail to move the group quickly on their way. It isone which sets the tone of the course, forces the student to break fromhis traditional patterns, and represents something reasonably desir-able in terms of his perception of the adult world. It ought to be in anarea where the teacher is not considered an expert, merely a capableadult. It must incorporate enough opportunities to teach and reteachthe skills necessary to gather the data, and like all units should beopen-ended enough that the students can see a life’s work as a pos-sibility if one desires to pursue it. The unit illustrated below is typicalof those which might be attempted. In it are ample opportunities togo quickly beyond the classroom.

UNIT�HealtJi and Sanitation Problems in the Community

Objectives:1. Sever the student from his usual sources of information (text and encyclo-

pedia) and force him to look at other methods.2. Introduce student to local governmental units (and their employees) which

operate in the area of health, disease control, food and drug inspection, trashand garbage disposal, sewage and water treatment, surface drains.

3. Develop interviewing techniques, starting with how to ask parents forassistance, through writing a letter for information.

4. Acquaint student with causes of diseases, identification of bacteria types.5. Develop an awareness of the need for community and governmental action

to ensure healthful conditions in populated areas.6. Improve ability of students to communicate with a group.7. Provide opportunities for people to try leadership roles.8. Provide opportunities for students to react with each other and improve the

control of their own behavior.

Phase I. Ask some simple searching questions.

A. 1. Where does our water come from?2. How does it get here?3. What does it cost?

B. 1. Where does our sewage go? (sewer, septic tank)2. What treatment, if any, does it get?

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3. Who drinks it next?C. 1. Where is the County Health Department?

2. What does it do?3. Why should government be involved?

D. 1. What causes disease?2. How does the body defend itself?3. What are drugs and antibiotics?

Students select from the four groups. It may be desirable to limit the size ofany one group. This should be decided before selection.

Set a time limit for exploring the topics. Two weeks is about right. Stress theopen endedness of the topic.

Leadership should be allowed to develop within the group. This is an oppor-tunity to learn group processes.

Insist that there be a record of where the information was obtained and howthey know it is accurate.

Phase II. Broaden horizons.

A. Expand on the topic.As each group gets going, meet with them to draw from them what they

have found out, and ask expanding questions. Group "A" can find the geo-graphic source, if a stream or lake, why wells are a certain depth, how thewater gets there. How large are the intakes, wells, what size distributionpipes�made from what, how deeply buried, cost of installing pipe. Pro-cessing of water, what is done, and why it is done. How about a demonstra-tion to show this to the class. Why don^t you visit the purification plant,where is it, do they take visitors. W^hat cost of water is based upon, whatdoes it cost to convert, how do you apply. W^hat if you wish to have a welldriven for your cottage�how is water tested, who does it, what does it cost.What does it cost to drill a well? W^hat is a dousing rod, how do you findwater? What kinds of pumps are there, how do they work, what do theycost? Could you drill or dig a well on school property? How deep do youthink you would have to do, whose permission would you have to obtain?Etc, etc.

B. Skill development. To obtain the desired information, new sources must betapped.1. Use of new references such as the phone book must be explained. Most

students will need instruction on how to obtain information over thephone. They will have to be taught to write down their questions so thatrepeated call backs are not necessary. They will need help in opening thephone conversation, and encouragement in getting the answers writtendown.

2. Visits or field trips.a. Individual or small group trips encouraged.b. Arranging for a visit.c. Arranging for time out of school, if necessary.d. Pre-visit research to know what to expect.e. Interviewing techniques.f. Recording information.

3. Communication to the class.a. Written work discouraged. Can use duplicated materials if they

desire.b. Oral reporting. Note cards, organization of presentation, use of A-V

aids.c. Preparation of visual aids.

Poster making.Overhead transparencies.

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Model building.Use of the real thing.Chemical demonstrations.Photographs.

Phase III. Communication to the class.Generally better when communication is done when the student or group isready. It is not necessary to schedule a lot of time for "reports" alone. Posters,maps, models which are properly marked require only a moment to be called tothe class^ attention. For oral or A-V presentations:A. Schedule usually at beginning of period and limit to minimum time.B. After presentation, allow students to ask questions.C. Instructor avoid answering unanswered questions. If you answer, why

should students work? Perhaps they can find out for the class.

Phase IV. Evaluation.Remember the objectives! There was very little "subject matter memoriza-

tion" involved. Possible ways are:A. Class discussion of some of the objectives.B. Paper and pencil test to see if he can demonstrate new skills.C. Day by day record. Could be student kept. Teacher notes on an anecdotal

record.D. Private conference with student.

Somewhere in the process, be sure to point out how much has beenaccomplished, yet how much is yet unknown. There are a myriad ofpossibilities for future projects, even careers in these fields. Point outcareer opportunities stressing those which might be open to yourstudents.

3. Individual ProjectsIndividual or two person projects are the easiest as far as use of

teacher time, and the most productive as far as the learner is con-cerned. The teacher must operate in the role of advisor, expediter, andcounselor because it is impossible for him to do anything else. He alsocannot be an expert in all fields although students might haveassumed so up to this time.The learner is on his own also. The results depend only upon him-

self. He, however, will be the expert when he is done, something thatadds to his self-confidence. The topic is of his choosing�even if hewas "encouraged" to choose something when he preferred to do noth-ing but kibitz others.

Students should be asked to spell out in some detail what they in-tend to do. If the student keeps a log or worksheet showing how hespends his time, he may be encouraged to make better long rangeplans, and planning is always a weak area.

Students should be permitted to try projects that are a little out ofthe ordinary, so long as they are not illegal, immoral, dangerous tolife and limb, or prohibitively expensive, and a plan is submitted. Ifthey have the freedom to try, you must give them the freedom to fail.

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If the student does wish to try something which falls in one of theabove categories, perhaps you can suggest alternatives. For the stu-dent who wanted to observe the effects of rocket acceleration on hispet mouse, a baby food jar and a piece of cord sufficed.

Evaluation of the project should be done based upon two sets ofcriteria:

1. In relationship to what he wanted to do. Was he realistic in hisgoals, did he succeed, was he efficient in use of time and mate-rials, did he communicate?

2. How much did he grow in terms of the overall course objectives?

A conference is probably the best way of both identifying theaccomplishements and the shortcomings. Comments and suggestionsmade in this informal manner are most apt to be remembered.

SUMMARY

No two people can teach a project course in the same manner. Thebasic principles of this course: orientation to reality, selection of topicsby the learner, and individualizing the instruction to fit the student,are universally applicable.

It is impossible to describe all the possibilities and pitfalls which arerevealed when you attempt to implement such a course; it is noteasy�yet it is satisfying.The accumulating evidence that students progress through high

school with more confidence in their abilities to face life is rewardenough for any extra effort the approach entails.

SPEECH COMPRESSED TOHALF TIME FOR BLIND

Speed talk, compressing speech to half its time, promises to allow people tohear faster, saving time. The blind will be first to benefit.

Speed hearing, made possible by a Bell Telephone Laboratories new machine,called a harmonic compressor, is being tested at the American Foundation for theBlind. The machine compresses speech into half its normal rate. Though speakinglime is cut in half there is no Donald Duck effect as pitch remains the same.Recorded speech is fed into an electronic device which separates sounds and

cuts them in half. The halved signals then arc run through circuits to remove dis-tortions and rccombine the sounds.The compressed voice resembles a man in high anger or excitement. It has a

commanding quality. Undoubtedly radio advertising will seize upon this new’method in the near future. Word rate is about the same as average speed reading(300 to 400 words per minute).Primary utility for the blind will be for textbooks and informational material.

The esthetic qualities of literature could be reduced by speech compression.